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LATER REGENTS 
QUESTIONS IN 
PSYCHOLOGY t9 




TEE SCHOOL BULLETIN PUBLIC ATIONS. • 

Psychology made Practical. 

1. Apperception or '■'A Pot of Green Feathers'^', By T. G. Rooper. 
Cloth, 16mo, pp. 52. Price 50 cts. 

This work is published at the suggestion of W. T. Haeris, LL.D., Com- 
missioner of Education, who says of it: 

"The idea of 'apperception' is the 
most important fruit thus far developed 
by the study of the psychology of peda- 
gogics. R. H. Quick, the eminent Eng- 
lish authority refers in the highest 
terms to a short monograph on peda- 
gogics which he had recently discov- 
ered, entitled A Pot of Green Feathers.''* 

This book is a charming one, and sim- 
ple, enough to be understood by any- 
body. — Nicholas Murray Butler, Pro- 
fessor of Philosophy, Columbia college. 
I appreciate the book very highly, 
and am perfectly willing that you 
should use my name in connection with 
it, as I heartily recommend it to every teacher. My students have really 
enjoj^ed it very much. I think I shall always have my class buy copies of 
the book. — Margaret K. Smith, Oswego Normal School. 

2. Outlines of Psychology. By Henry G. Williams. Cloth, 16mo, pp. 
151. 75 cts. 

This is especially a book for teachers' classes. It gives also Outlines of 
Pedagogy, of the History of Education, of the New Pedagogics, and of How 
to Observe Children. The Questions for Review add much to its value as a 
class manual. 

3. The Amendment of the Intellect. By Benedict de Spinoza. Trans^ 
lated by W. Hale White, with revision by Amelia Hutchison Sterling. 
Cloth, 12mo, pp. 92. $1.00. 

This is the standard translation of one of the best-known works 
on psychology. Spinoza's theory was that we arrive at knowledge either 
(1) by hearing, (2) by experience, (3) by inference, or (4) by knowledge of 
the proximate cause. 

4. Report on Pedagogical and Psychological Investigation. By Wm. T. 
Harris, Commissioner of Education. Paper, 8vo, pp. 6. Price 15 cts. 

5. Child and Child, Nature. Contributions to the understanding of 
Froebel's Educational Theories. By the Baroness Marenholtz-Buelow. 
Cloth, 16mo, pp. 207. 81..50. 

6. On Memory and the Rational Means of Improving It. By Dr. Edward 
Pick, Cloth, 16mo, pp. 193. Price $1.00. 

7. Sex in Mind and Education. By H. Maudsley. Paper, 16mo, pp. 42. 
Price 15 cts. 

8. The First Three Tears of Childhood. By B. Perez. With an intro- 
duction by Prof. James Sully. Cloth, 16mo, pp. 294. Price $1.50. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



REGENTS QUESTIONS 

IN 

PSYCHOLOGY 

1895-1964 



BEING ALL THE QUESTIONS IX THE SUBJECT GIVEN DURING THE 
YEARS NAMED IN EXAMINATIONS CONDUCTED BY THE RE- 
GENTS OF THE UNIVERSITY OF THE STATE OF NEW YORK 






PREPARED BY 



C": WV BARDEEN 



EDITOR OF THE SCHOOL BULLETIN 




SYRACUSE, N. Y 

C. W. BARDEEN, Publisher 



Copyright, 1905, by C. W. Bardebk 



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LiBRARY Of CONGRESS 
Two Copies Received 

NOV 27 1905 

Copyrigtt Entry 
CUSS OIL XXC, No. 

/ 3 XI 16- 

COPY B. 




"A THE REGENTS QUESTIONS IN 
^ ^ PSYCHOLOGY 

^ 1895 — 1904 



u 



/. January 25, l8g^ 

1. Define the following: sensation ^ perception j con- 
ception^ imagination^ judgment. 

2. An object coming into the field of vision is 
recognized as a friend. Trace the mental processes 
that resulted in this act of recognition. 

3. Describe step by step the processes through 
which the mind passes in locahzing the spot at which 
an object touches the skin. 

4. How are we able by the sense of sight alone to 
aSirm that an object^has three dimensions? 

5. What mental processes are involved in an act 
of voluntary attention? 

6. State and illustrate the three laws of associa- 
tion. 

7. Show that memory, judgment, inference, and 
classification are active in an act of perception. 

8. Contrast the memory of a child with that of an 
adult and state the advantages of each at its proper 
stage. 

9. Give directions to be observed in describing an 
object. State the psychologic reasons for these 
directions. 

9 



10 REGENTS QUESTIONS 

10. What is reasoning? Explain inductive reason- 
ing. Give an illustration of the process of reasoning. 

11. What is meant by intuitive knowledge? Men- 
tion ^/ir^e classes of intuitions. Give two theories as 
to the source of intuitions. 

12. Show the psychologic basis of the following 
maxim: '^ Learn something thoroughly and refer 
everything else to it.'' 

13. Describe the effect on the powers of the mind 
produced by (a) bad literature, (&) good literature. 

14. Show the value of an hypothesis even though 
the hypothesis is false. Illustrate. 

15. Discuss the psychologic importance of exem- 
plary habits as to diet, sleep, exercise and recreation, 
in the case of the student. 

//. June 14., i8g^ 

16. Distinguish between matter and mind. Ex- 
plain the method of observation and show the diffi- 
culties in the way of applying this method to psy- 
chology. 

17. Give the elements of cognition in the following : 
(a) a child's fear of a dog, (6) a desire to study a lesson. 

18. Define the following terms: substance, phenom- 
enoUj subjective, objective, consciousness, 

19. It is said that one can play the piano and talk 
at the same time; give one argument for and one 
against the affirmation that his mind is attending to 
two things at once. 



IN PSYCHOLOGY 11 

20. Trace the mental process by which the com- 
plete percept of an apple is obtained. 

21. Distinguish between memory and imagination. 
Name three conditions on which memory depends. 

22. A person standing on a mountain thinks of a 
famiUar author; describe the process by which he 
arrives at this thought and state ihe law of associa- 
tion involved. 

23. Discuss the credibility of sense perceptions. 

24. Give three distinct illustrations of the uses of 
the imagination. Show how the imagination may 
be cultivated. 

25. Explain the difference between judgment and 
reasoning. Illustrate. 

26. Explain what is meant by unity of conscious- 
ness and show how it is related to memory. 

27. Define and give an example of inductive reason- 
ing. Show why this is specially important to science. 

28. Trace the psychologic process by which the 
following conclusion is obtained: This substance is 
Tiot a metal, 

29. Is space subjective or objective? Give a rea- 
son for your answer. 

30. Explain how we get our idea of cause and effect. 
State the final cause of the construction of a building. 

///. January 57, l8g6 

31. Give the principles of scientific method and 
show their application in the study of psychology. 



12 REGENTS QUESTIONS 

32. Give the elements of cognition in each of the 
following: (a) a child^s fear of the dark, (6) jealousy. 

33. Distinguish between matter and spirit. Show 
that the term education may be appUed to one and 
not to the other. 

34. Explain what is meant by unity of conscious- 
ness and show how it is related to memory. 

35. Show that acquired sense perceptions are neces- 
sary to a thinking being. Mention two instances to 
show that acquired sense perceptions sometimes lead 
to wrong conclusions. 

36. Define concept. Distinguish between concept 
and percept. What is the analogy between concept 
and composite photographs? 

37. Are superstitions the result of lack of imagina- 
tive activity? Give reasons for your answer. 

38. Define judgment and show that it is exercised 
in sense perception, imagination and conception. 

39. Why is the judgment of an adult presumably 
superior to the judgment of a child? Why is indus- 
trial education of value in training the child's judg- 
ment? 

40. Define and illustrate efficient cause, final cause, 
effect. Distinguish between final cause and chance. 

41. What is probable reasoning? Illustrate. 

42. Give an illustration of a syllogism.. Explain 
the value of syllogistic reasoning. 

43. Give a psychologic explanation of the influence 
exerted by one person on another. 



IN PSYCHOLOGY 13 

44. Show that the intelligent use of the pronoun / 
denotes an advance in mental action on the part of a 
child who has previously referred to himself in the 
third person. 

45. What is meant by arousing and developing the 
mind? Show how this may be done by a lesson in 
geography. 

IV. March 27, i8g6 

46. Show the relation of psychology to (a) logic, 
(6) ethics, (c) esthetics. 

47. Define and illustrate each of the following r 
sense, sense-organ^ sensation, sensibility, perception, 

48. Account psychologically for the fact that when 
both hands are immersed in the same water, the water 
may feel cool to one hand and warm to the other. 

49. ^'In every act of knowledge there are three 
essential elements.'' What are these elements? 

50. Distinguish between perceiving and thinking; 
between knowing and believing. 

51. Give an example of an acquired sense percep- 
tion. Account for the formation of this perception. 
Show why acquired sense perceptions are of so great 
importance in mental economy, and state how they 
may lead to erroneous conclusions. 

52. Show the necessity of imaginative activity in 
(a) the practice of medicine or surgery, (b) selling 
goods, (c) constructive work of any kind. 

53. An object approaching you is seen to be a= 



14 REGENTS QUESTIONS 

pigeon. Describe the steps taken by the mind in 
this act of perception. 

54. Account psychologically for such misspellings 
as (a) whare for where, (&) goverment for government. 

55. Distinguish between a percept and a concept. 
Illustrate. Show the function of concepts in processes 
of reasoning. 

56. State and illustrate the difference between a 
posteriori reasoning and a priori reasoning. 

57. Give an example of hypothesis. Why are 
hypotheses important in scientific research? 

58. State three difficulties in the way of reasoning 
correctly. 

59. Reason consists simply in restating what is 
already impUed in previous knowledge. Explain 
and illustrate this statement. 

60. Write a brief note accepting or declining an 
invitation to visit a friend, and trace the chief steps 
taken by the mind in so doing. 

F. June ig, 1896 

61. What are the difficulties in the way of direct 
observation of mental facts? State the chief source 
of indirect knowledge of the mind. 

62. Explain the terms personal identity, self-con- 
sciousness, association of ideas, common sense, interest. 

63. Show that the perception of a third dimension 
is largely acquired through sight and touch. 

64. Define image, percept. Point out the charac- 



IN PSYCHOLOGY 15 

teristics that distinguish them from each other. 
Illustrate. 

65. What is attention ? Distinguish between volun- 
tary and automatic attention. Give an illustration 
of each of these phases of attention. 

66. Describe the psychologic processes by which 
actions at first volimtary become automatic; the 
processes by which actions formerly automatic may 
come under voluntary control. 

67. Analyze an act of remembering. How far may 
such an act be voluntary? How may we sometimes 
be misled in remembering? 

68. Define mind-wandering. Show why it is an 
easily acquired habit. Mention two symptoms of 
the existence of this habit. Show that its effects are 
pernicious. 

69. Show how each of the following may be em« 
ployed to develop imagination : geography, hterature^ 
natural science. 

70. Mention and discuss a phenomenon that may 
be explained by the hypothesis of unconscious mental 
activity. 

71. Define inhibition. Show the importance of 
inhibition in efforts to cultivate habits of self-control. 

72. What is meant by definition? Mention the 
characteristics of a good definition. Show the im- 
portance in argument of defining the terms that are 
used. 

73. Show from the constitution of the mind why 



16 REGENTS QUESTIONS 

mathematics should be taught and why a certain 
method of presentation should be followed. 

74. Define and give an illustration of each of the 
following: affirmative judgment ^ universal judgment, 
syllogism, enthymeme, 

75. ^' Deduction is of value in direct proportion to 
the thoroughness of the induction which must in 
every case precede it, and establish its premises.'' 
Show the force of this statement. 

FI. January 2p, iSgj 

76. Define three of the following terms: concept, 
. acquired sense, perception, arrested development, apper- 
ception, environment, personal identity, consciousness. 

77. What is meant by training the senses ? State 
tests for the accuracy and acuteness of (a) sight, 
(b) hearing, (c) feeling. 

78. Describe the process by which a complete per- 
cept of a single object is formed. How may errors 
enter into the formation of this percept? 

79. State the difference between voluntary attention 
and involuntary attention. Give three reasons to show 
why it is difficult to give close attention to a speaker. 

80. Distinguish between image and percept. How 
may clear images be attained? 

81. Define (a) reproductive imagination, (6) con- 
structive imagination. Give an illustration of each. 

82. State briefly leading facts concerning memory. 

83. A salesman is trying to sell goods to a customer. 



IN PSYCHOLOGY 17 

Show what powers of the mind (faculties) are Ukely 
to be active, and why, in the case of (a) the salesman, 
(6) the customer. 

84. Give the psychologic results of illustration in 
(a) recitations, (&) sermons. 

85. What powers of mind are called into activity 
by (a) algebra, (6) physics, (c) literature? Give 
reasons. 

86. The same incident is described by two persons. 
One was an eye-witness and the other gained his 
knowledge from hearsay. For what reasons inherent 
in the constitution of the mind are the two accounts 
likely to differ? 

87. A pubUc speaker wishes to induce his hearers 
to adopt a certain course of action. What psycho- 
logic principles should underlie the construction of 
his speech? 

88. The meaning of a literary passage is compre- 
hended by some members of a class but not by the 
other members. Explain how this can be. 

89. Define tact. State some of its psychologic 
bases and show how it may be cultivated. 

90. Explain why people can be influenced in their 
conduct by an appeal to (a) duty, (6) fear, (c) love, 
(d) utility. 

FIL June l8, 1897 

91. Show the application to psychology of the gen- 
eral principles of scientific method. 



18 REGENTS QUESTIONS 

92. Explain what is meant by correlation of mind 
and brain, and show the importance in psychologic 
study of an understanding of this correlation. 

93. Give the meaning of five of the following terms: 
cognition^ personal identity, unconscious cerebration, 
mnemonics, arrested development, ideation, time re- 
action, psychosis, inhibition, hypothesis. 

94. Give the elements of cognition in each of the 
following: (a) obedience, (6) sympathy. 

95. Distinguish between organic sense and special 
sense. With which is psychology specially con-- 
cerned? Why? 

96. Distinguish between habit and instinct, and 
show the advantages of habit in economizing mental 
effort. 

97. Explain the value of the sense of touch in 
mental development. 

98. What are the psychologic characteristics of 
(a) attention, (6) inattention? 

99. Explain what is meant by the term observation. 
Mention at least three traits of a good observer. 

100. Mention two kinds of imagination and show 
the difference between them. Distinguish between 
memory and imagination. 

101. Distinguish between the power of reflection 
and the power of apperception. 

102. Explain why it is difficult to reason correctly. 
What is meant by suspended judgment ? 

103. Analyze an act of self-control. 



IN PSYCHOLOGY 19 

104. Analyze an act of thinking. 

105. Define deduction, induction. Show why the 
value of deduction depends on the thoroughness of 
induction. 

VIIL January 28, i8g8 

106. Define five of the following: substance, phe- 
nomena, materialism, hypothesis, representation, in- 
tuition, synthesis, consciou^sness. 

107. Describe and illustrate the process by which 
a sensation becomes a perception. Show the func- 
tion of experience in this process. 

108. Mention the psychologic elements involved 
in the appreciation of good hterature. 

109. Define the terms subjective, objective. Ex- 
plain their appUcation in psychologic inquiry. 

110. Show the value of psychology to (a) the 
teacher, (6) the writer. 

111. Explain the psychologic advantage of the 
senses of touch and sight over the other senses. Illus- 
trate. 

112. Explain what is meant by personal identity. 
Give, with explanation, an illustration of the loss of 
personal identity. 

113. Distinguish between constructive imagina- 
tion and reproductive imagination. Show how the 
imagination is of practical use to (a) the physician, 
(6) the inventor, (c) the artist. 

114. Account psychologically for the sudden emer- 



20 REGENTS QUESTIONS 

gence of an idea that one has previously endeavored 
in vain to recall. 

115. A person hearing the whistle of a locomotive 
starts; give a psychologic explanation of this fact. 

116. Describe the successive steps in the develop- 
ment of the idea of self. 

117. Define inductive reasoning, deductive reason- 
ing. Give an example of each. 

118. Give a psychologic explanation of concentra- 
tion of mind and show the value of concentration in 
mental effort. 

119. A person on observing that the sky is clouded 
concludes that it will rain; trace the successive steps 
taken by the mind in coming to this conclusion. 

120. Give the psychologic results of inaccuracy. 

IX. June J7, i8g8 

121. Define five of the following: knowledge, idea, 
apperception, introspection, personal identity, duxilism, 
analogy, abstraction, syllogism. 

122. Describe two different methods of psychology, 
showing the value of each. State how physiology 
and sociology aid in the study of psychology. 

123. Explain and illustrate how cognition is in- 
volved in (a) an act of will, (&) a form of feeling. 

124. Trace the psychologic processes involved in 
learning a lesson. 

125. Explain the law of similarity, and show its 
use in (a) perception, (6) language, (c) science. 



IN PSYCHOLOGY 21 

126. ''There are two processes in conception; one 
of analysis, the other of synthesis/^ Explain, with 
illustrations. 

127. Discuss the question as to whether our ideas 
are particular or general. Show how modern psy- 
chologists solve this problem. 

128. Give the psychologic basis of habit. State 
two uses of habit, and show the importance of each in 
mental development. 

129. A farmer, a botanist, and an artist are looking 
at a rose; explain why, psychologically, they do not 
perceive the same flower, though the same sensuous 
elements are presented to each. 

• 130. Define and illustrate hallucination , illusion. 
Show how they differ from a percept. 

131. Explain and illustrate the influence on 
thought of (a) environment, (6) disposition, (c) will. 

132. Give a psychologic explanation of (a) tact, 
(6) doubt, (c) genius. 

133. Distinguish between judgment and reasoning. 
Show the dependence of reasoning on the other intel- 
lectual processes. 

134. Explain the relation between a fact and a law. 
Show how each is concerned in (a) induction, (6) de- 
duction. 

135. Define unity of consciousness. Show how it is 
necessary to our apprehension of the idea of time. 



22 REGENTS QUESTIONS 

X, January 27, l8gg 

136. Define -five of the following: cognition, judg-* 
ment, ^postulate, axiom, cause, environment, evolution. 

137. Trace the successive steps taken by the mind 
in coming to the following conclusion : This lesson is 
difficult. 

138. Show the importance in practical life of the 
cultivation of each of the following: (a) attention, 
(6) memory, (c) imagination. 

139. Mention and explain three theories to account 
for the relation between mind and body. 

140. A person, when taking a walk, stops to look 
at a beautiful flower; give a psychologic analysis of 
this act. 

141. Define memory and show how it differs from 
imagination. Mention, explain, and illustrate two 
laws of association. 

142. Give the psychologic elements involved in 
appreciation. 

143. State the nature of attention. Show how 
attention is involved in (a) perception, (6) recollec- 
tion. 

144. Give a psychologic explanation of (a) hyp- 
notism, (6) morbidness, (c) sympathy. 

145. Distinguish between material phenomena and 
mental phenomena. Show which occurs in the form 
of time and which in the form of space. Explain. 

146. Show how the physical element and the psy- 



IN PSYCHOLOGY 23 

chical element are involved in a sensation. Explain 
and illustrate the necessity of contrast in the produc- 
tion of a sensation. 

147. Define each of the following and show its 
necessity in scientific investigation: observation, ex- 
periment, theory, 

148. Explain and illustrate the origin of the idea 
of time. 

149. Explain the difference between perception 
and conception. Illustrate each and show their 
interdependence. 

150. Explain the psychologic basis of the follow- 
ing: ^'I think, therefore I am." 

XL June i6, i8gg 

151. Define -five of the following: percept, adjust- 
ment, materialism, concrete, instinct, retention, dis- 
crimination. 

152. Show how cognition is involved in (a) repul- 
sion for a criminal, (6) determination to give up a 
bad habit. 

153. Explain, with illustration, the meaning of the 
following: '^ Perception is that power which interprets 
the raw materials given by sensations.'' 

154. Explain in detail the formation of a concept. 
Illustrate. 

155. Give a psychologic explanation of the follow- 
ing, showing the contrast between matter and mind : 
''The universe may crush man with its power; but 



24 REGENTS QUESTIONS 

man is greater than the universe, because he is con- 
scious that the universe is crushing him/^ 

156. Give a psychologic analysis of an act of at- 
tention. 

157. Explain what is meant by bgical induction. 
Show, with illustration, why ability to make logical 
inductions is important in practical life. 

158. Mention, with explanation, the psychologic 
attributes of (a) a good talker, (6) a good listener. 

159. A person while taking a walk thinks of a 
friend in a distant city; trace the process by which 
he arrives at this thought and state the law of asso- 
ciation involved. 

160. Give a psychologic explanation of an ill- 
balanced character. Illustrate. 

161. Explain, with illustrations, the limitations of 
the imagination. Show how the imagination is 
involved in (a) sympathy, (6) choice. 

162. A man, crossing the street, hears a horse 
coming and quickens his pace; trace the psychologic 
processes involved in this act. 

163. Give, with explanation, the psychologic ele- 
ments involved in reporting a conversation accurately. 

164. Define judgment. Analyze psychologically in 
relation to judgment (a) belief, (6) doubt, (c) unbe- 
lief. 

165. Write two premises from which the following 
conclusion may be drawn, and state the kind of rea- 
soning involved : Study is beneficial. 



IN PSYCHOLOGY 25 

XII, January 26^ igoo 

166. Define -five of the following: consciousness , 
phenomena^ idealism, cognition, illusion, comparison, 
abstraction. 

167. Explain what is meant by the scientific 
method and show how it may be applied to the study 
of psychology. 

168. Show in detail how a sensation becomes a 
perception. Illustrate. 

169. Explain (a) why a gradual increase of tem- 
perature in a room is not readily perceived, (b) why 
surroundings that are unpleasant at first cease to 
affect us after we become accustomed to them. 

170. Show how perception, attention, memory, 
and conception are involved in any simple act that 
you may select. 

171. State the psychologic difference between the 
mind of a man who rarely employs all of his intellec- 
tual faculties and that of a deep thinker. Illustrate. 

172. '^The revival of images or ideas follows in all 
cases certain laws.'^ Explain, with illustrations, the 
meaning of the above statement. 

173. Give a psychologic explanation of (a) in- 
sanity, (6) unconscious exaggeration, (c) the power 
of time to efface grief. 

174. Distinguish psychologically between atten- 
tion and inattention. Show how the power of atten- 
tion may be developed. 



26 REGENTS QUESTIONS 

175. State the difference between (a) a stimulus 
and a sensation, (6) a perception and a conception, 
(c) inductive reasoning and deductive reasoning. 

176. Define imagination. Show the necessity of 
imagination in (a) appreciation, (6) aspiration. 

177. A person who has been frequently deceive in 
business affairs concludes that no one is to be trusted 
in such matters; show the flaw in this reasoning. 

178. Give a psychologic explanation of personality. 

179. Show the dependence of reasoning on (a) ob- 
servation, (b) memory, (c) attention. 

180. Show psychologically (a) how a habit may 
be overcome, (b) how an apparently forgotten name 
may be recalled. 

XI I L June J5, IQOO 

181. Define five of the following: imaginoHon, 
svbjedive, objective, inhibition, reflex action, personal 
identity, inference, 

182. Show, with illustrations, the importance to 
the psychologist of a knowledge of (a) physiology, 
(6) sociology. 

183. Show how the relation between the mind and 
the body is accounted for by (a) the materialistic 
theory, (6) the spiritualistic theory. State and 
explain one other theory to account for this relation. 

184. Give a psychologic analysis of (a) a sensation, 
(6) a perception. 

185. Explain and illustrate one of the following: 



IN PSYCHOLOGY 27 

(a) three laws of association, (6) Weber's law, (c) Fech- 
ner's law. 

186. The same incident is related by two persons; 
show in what respects their accounts will probably 
differ and give the psychologic reasons for this differ- 
ence. 

187. Distinguish between original sense percep- 
tions and acquired sense perceptions. Give two 
instances in which acquired sense perceptions may 
mislead. 

188. Mention and explain three stages in the process 
of thinking. 

189. Write at least 100 words on the uses and 
abuses of the imagination. 

190. Show, with illustrations, the importance in 
education of memory and of forgetfulness. Explain 
psychologically how an idea may be (a) recalled, 
(6) suppressed. 

191. Explain the mental processes involved in the 
recognition of a friend on the street. 

192. State two differences between the mind of a 
man who is dreaming and that of a man who is awake. 
Account for these differences. 

193. Show in detail how the concept of a book is 
obtained. 

194. Define and illustrate (a) inductive reasoning, 
(6) deductive reasoning. 

195. Mention one study that primarily trains the 
imagination; one study that primarily trains the 



28 REGENTS QUESTIONS 

memory; one study that primarily trains the judg- 
ment. Explain in each case. 

XIV. March 2g, I go I 

196. Define -five of the following: instinct, sensa- 
tion, reaction, heredity, visual image, faculty, in- 
duction. 

197. A person on entering a room detects a pe- 
culiar odor which he finds emanates from violets; 
trace the psychologic processes involved. 

198. Discuss the dependence of cognition on (a) 
feeling, (b) volition. Illustrate each case. 

199. Mention and explain the law of association 
involved in (a) recognizing a picture, (6) memorizing 
a poem. 

200. Describe and state the purpose of an experi- 
ment in experimental psychology. Discuss the 
validity of the conclusions reached. 

201. State the difference between (a) an hallucina- 
tion and an illusion, (6) a fact and a theory. Illus- 
trate each case. 

202. Distinguish between voluntary attention and 
involuntary attention. Trace the mental processes 
involved in an act of voluntary attention. 

203. Give an explanation of habit from either the 
physiologic or the psychologic basis. State direc- 
tions to be observed in the formation of a habit. 

204. A says to B, '^You must feel very happy. '^ 
State (a) why A cannot know B's state of mind, 



IN PSYCHOLOGY 29- 

(&) why A is psychologically justified in making such 
a statement. 

205. Show in detail how the concept of a tree is 
obtained. 

206. Trace the psychologic processes involved in 
writing a letter. 

207. Explain, with illustrations, the limitations of 
the imagination. Show how the imagination is 
involved in (a) appreciation, (6) aspiration. 

208. On seeing a vicious dog, I conclude that he 
will bite; trace the successive steps taken by the 
mind in coming to this conclusion. 

209. Give the psychologic basis of the following: 
''Each man must build his own world.'' 

210. Explain what is meant by personal identity. 
Give, with explanation, an illustration of the loss of 
personal identity. 

XV. June 21, igoi 

211. Define five of the following: cognition, recol- 
lection, apperception, analogy, inhibition, concep- 
tion, syllogism. 

212. Give the principles of scientific method and 
show how they may be applied to the study of psy- 
chology. 

213. Mention and explain t}iree theories to account 
for the relation between the mind and the body. 

214. Discuss, with illustrations, the interdepend- 
ence of knowing, feehng and wilhng. 



so REGENTS QUESTIONS 

215. State in detail the difference between a sen- 
sation and a perception. Illustrate each. 

216. Explain and illustrate the law of relativity 
as applied to sensations. 

217. Distinguish between memory and imagina- 
tion. Mention two kinds of imagination and show, 
ivith illustrations, the difference between them. 

218. Give in detail an illustration to show that 
mental processes are constantly changing. 

219. On passing a store you stop to look at the 
goods displayed in the window; give a psychologic 
a^nalysis of this act. 

220. Mention, explain and illustrate two laws of 
association. Show the practical importance of the 
power of association. 

221. Show how voluntary action differs from 
(a) instinctive action, (&) reflex action. Illustrate 
in each case. 

222. Explain the psychologic difference between 
attention and inattention. State the importance of 
attention in education, and show how the attention 
may be trained. 

223. Explain, with illustration, the meaning of the 
following: ^'Wherever a mental process occurs, there 
must be a bodily process to serve as its condi- 
tion.'' 

224. As you are walking along a lonely road, the 
shadow cast on a fence by a tree appears to you to be 
a man; give in detail a psychologic explanation. 



IN PSYCHOLOGY 31 

225. Define reasoning and show its dependence 
on the other intellectual processes. 

XVL January 3 J, ig02 

226. State the difference between (a) memory and 
imagination, (6) a hallucination and an illusion^ 
(c) inductive reasoning and deductive reasoning. 

227. Show how knowledge, feeUng and will are 
involved in any phase of conscious Ufe that you may 
select, stating which of these elements predomi- 
nates. 

228. Define consciousness, state of what it is com- 
posed and discuss its changing character. 

229. While you are moving about in a dark room, 
your head strikes violently against a projecting shelf 
which for the moment you have forgotten; show in 
detail how this sensation becomes a perception. 

230. Mention and explain the essential conditions 
of a good psychologic experiment. 

231. Describe the production of a sensation. Give 
an illustration to show that contrast is necessary in 
the production of a sensation. 

232. A friend asks you if you have a picture of the 
Temple of Music; you reply that you have not but 
that you have a very good picture of McKinley. 
Describe the process by which you arrive at this 
thought and state the law of association involved. 

233. Give a physiologic and a psychologic explana- 
tion of attention. 



32 REGENTS QUESTIONS 

234. It is necessary for you to choose between a 
position in an office and a college education; you 
finally decide to go to college. Trace the psycho- 
logic processes involved in coming to this decision. 

235. Explain and illustrate the interdependence 
of judgment and concept. 

236. Explain (a) how we are able by the sense of 
sight alone to affirm that an object is smooth or 
rough, (6) why we are able to walk without being 
conscious of the act. 

237. Explain, with illustrations, the meaning of 
the following: ^^The products of the constructive 
imagination have been the only stepping stones for 
material progress." 

XVIL June 20, ig02 

238. State, with illustrations, the difference be- 
tween a physiologic fact and a psychologic fact. 
Show in detail how a knowledge of physiology aids 
in the study of psychology. 

239. It is said that by consciousness we mean the 
mind of the present moment, the mind now; that in 
Ufe we pass through a succession of nows. Give 
illustrations to show this changing character of con- 
sciousness. 

240. Describe an experiment in psychology, stat- 
ing its purpose and result. 

241. A man walking on a river bank is suddenly 
dazzled by a very bright light; he finally discovers 



IN PSYCHOLOGY 33 

that it comes from a search-light on a boat. Trace 
the psychologic processes involved. 

242. Mention and define two kinds of attention. 
Explain, with illustration, the relation of interest to 
attention. 

243. State what is meant by the association of 
ideas. Give an illustration of (a) the law of simi- 
larity, (&) the law of contiguity. Explain in each 
case the operation of the law. 

244. Give a psychologic analysis of the process 
through which the mind passes in forming a mental 
picture of the battle of Bunker Hill. 

245. Describe in detail the formation of a concept. 
Illustrate. 

246. A person coming out of a large manufacturing 
estabUshment during business hours thinks that the 
street is very quiet; another person coming out of a 
deserted building thinks that the street is very noisy. 
Account psychologically for this difference of opinion. 

247. State what is meant by the law of habit. 
Discuss the psychologic importance of habit and 
give two directions to be observed in forming a habit. 

248. Define judgment and show how it differs from 
reasoning. Mention three essentials to an accurate 
judgment. 

249. Explain psychologically (a) how we are able 
to estimate distance by means of sight, (6) why we 
reply more quickly to a question that we expect than 
to one that we do not expect. 



34 REGENTS QUESTIONS 

XVIIL January 50, igo^ 

250. Define iive of the following: introspection^ 
recollection, attention, inhibition, illusion, reaction^ 
time, judgment. 

251. Show how knowledge, feeling and will are 
involved in each of the following, stating which of 
these elements predominates: (a) writing a letter^ 
(&) understanding a statement. 

252. Explain, with illustrations, the meaning of 
the following: ^'The most essential peculiarity of 
consciousness is its unity and continuity. '' 

253. Hearing a rumbhng noise you decide that it 
comes from a wagon passing in the street; give (a) a 
physiologic explanation of the production of the 
sensation, (6) a psychologic explanation of the forma- 
tion of the perception. 

254. Outline a train of associated ideas suggested 
to you by the word office, and explain the order of 
these ideas by references to the laws of association. 
State why this particular train of ideas is suggested 
rather than any other. 

255. Give a psychologic explanation of a well- 
balanced character. 

256. Define imagination. Show how conception^ 
attention and judgment are involved in the imagina- 
tion. 

257. Your nephew has recently been bitten by a 
snake. Going into the garden one day at dusk, you 



IN PSYCHOLOGY 35 

see a long, dark, crooked twig in the path; you jump 
back. Trace the psychologic processes resulting in 
this act. 

258. Show in detail how a conception differs from 
a perception. Discuss the value of language as an 
aid to conception. 

259. Give a psychologic analysis of the process of 
thinking. Illustrate. 

260. Show, with illustrations, the truth of the 
following statement: ^^ Induction is the mode by 
which all the materials of knowledge are brought to 
the mind. Deduction is the process by which the 
knowledge thus acquired is utiUzed.^' 

261. Explain psychologically (a) why two persons 
walking through a forest together would not see the 
same things, (6) why an occupation is easier for a 
man who has worked at it for a year than for a man 
who has worked at it for a week. 

XIX. June ig, igo3 

262. State what is meant by (a) subjective ob- 
servation, (6) objective observation, (c) experiment. 
Mention two reasons why observation of mental facts 
is difficult. 

263. Define and illustrate reaction-time. Discuss 
the effect of attention on reaction-time. 

264. Explain in full what is meant by the idea of 
self. 

265. Explain and illustrate the difference between 



36 REGENTS QUESTIONS 

a correct perception and an illusion. Show that the 
mental process is the same in each case. 

266. Give an illustration of an act of voluntary 
attention and show the physiologic and the psycho- 
logic process involved in this act. 

267. On passing a store you see the name George 
Grant; you think of the assassination of McKinley. 
Outline the train of associated ideas, giving at least 
four steps, by which you arrive at this thought, and 
explain the order of these ideas by references to the 
laws of association. 

268. Give, with explanation, three illustrations to 
show the practical use of the imagination. Show 
how the imagination is dependent on experience and 
how it is influenced by voluntary attention. 

269. Give a psychologic explanation of (a) mind 
wandering, (&) tact, (c) the miser's love of money. 

270. Explain and illustrate the difference between 
a concept and a judgment. Show the function of 
each in the process of reasoning. 

271. Trace the psychologic processes involved in 
buying a book. 

272. Define induction. Show, with illustrations^ 
how the belief in popular superstitions is the result 
of imperfect induction. 

273. Explain psychologically (a) why it is difficult 
to give an accurate account of our personal expe- 
riences, (6) why we cannot judge justly of the actions 
of another. 



IN PSYCHOLOGY 37 

XX, January 2g^ igo^ 

274. Define and illustrate each of the following: 
unity of consciousness, association of ideas, involun- 
tary attention, inductive reasoning. 

275. Distinguish between physiologic process and 
psychologic process. Give, with explanation, an 
illustration to show that the one accompanies the 
other. 

276. Explain and illustrate the law of relativity 
as applied to sensations. 

277. Give an example of a perception and show 
in detail how it differs from a sensation. 

278. A friend gives you a basket containing apples 
and pears; explain psychologically how you distin- 
guish between them. 

279. Define constructive imagination and give a 
psychologic analysis of its process. Show how the 
laws of association are active in this kind of imagina- 
tion. 

280. Explain and illustrate the meaning of the 
following: '^By illusion is meant a mistaken sub- 
jective interpretation of an objective impression.^' 
Show in what way hallucination differs from illusion. 

281. Give the physiologic and the psychologic basis 
of the following: '^By the ordinary law of habit action 
resolves itself into character.'' 

282. Trace the psychologic processes involved in 
recalling some familiar quotation word for word. 



38 REGENTS QUESTIONS 

283. Give the successive stages in the formation 
of a judgment. Mention the causes of incorrect 
judgments. 

284. State what is meant by reasoning by analogy 
and give an illustration. Show why this kind of 
reasoning is not always valid. 

285. Account psychologically for such misspellings 
as (a) goverment for government, (&) there for their, 
(c) Wright for right. 

XXL June J7, igo^. 

286. Define each of the following : sensation, imagi- 
nation, apperception, abstraction, experimental psy- 
chology. 

287. Mention the three faculties of the mind and 
show, with illustrations, how each is dependent on 
the other. 

288. Give a psychologic explanation of personal 
identity. Mention an illustration of the loss of per- 
sonal identity. 

289. As you are walking along the street you notice 
that it is raining and raise your umbrella; give the 
physiologic and the psychologic process involved in 
this act. 

290. Explain and illustrate the difference between 
a correct perception and an illusion. Show that the 
mental process is the same in each case. 

291. State the difference between remembering 
and recollecting and illustrate each. Explain psy- 



IN PSYCHOLOGY 39 

chologically why '' cramming '^ is usually considered 
a bad mode of study. 

292. Show the necessity of the imagination in 
(a) benevolence, (6) ambition, (c) scientific investi- 
gation. 

293. Give the psychologic difference between 
voluntary attention and involuntary attention, and 
show how volimtary attention may become involun- 
tary. Mention three reasons why it may be difficult 
to give close attention to a speaker. 

294. Give, with explanation and illustrations, two 
reasons why habit is important in mental develop- 
ment. Mention the psychologic conditions that 
should attend the overcoming of a habit. 

295. Define judgment and show that it is exercised 
in perception, imagination and conception. 

296. Write in proper form a syllogism of which the 
following is the conclusion, and state the kind of 
reasoning involved : This man is trustworthy. 

297. Explain psychologically (a) why it is easier to 
commit to memory poetry than prose, (6) why we 
remember anything that we try to forget. 



McMillan's Early Childhood 

*• This book deals only with questions that concern the opening years 
of life— the years when impressions are received, when impulses are 
strengthened or curbed, when the sub-soil of the nature is made rich or 
barren; when ' dangerous elements strike deep root, or perish in obscurity.* 
The contents embrace oral, manual and moral training, literature for 
children, the feeble-minded child, and normal and abnormal fatigue. 
Teachers, parents and all who have the oversight and training of children 
will find abundant material in this work for thought and study." — Primary 
Education, 

" We have seen none but good words for this book in reviews from best 
sources, and are glad to add our mite to the general approval. The author, 
evidently a teacher in Bradford, England, possesses a thoughtful, well- 
stored mind and democratic heart. The ' all-round ' education of children 
of primary school age is the general subject of the book, and its tone and 
trend may be judged by the following extract: ' The successful primary 
school teacher of the future will be she who sends out, not youthful prodi- 
gies, but children who love beauty, who desire knowledge, who need fellow- 
ship, who thirst for innocent pleasure; who, in short, make demands.* 
That Miss McMillan's ideal of early education is broad may be seen by a 
cursory statement of some of the points which she discusses. The social 
question, for instance, obtrudes itself even into the child world as things 
now are, and no one could treat it in a more wholesome and sensible man- 
ner than this English woman. In the beginning children naturally feel 
themselves on a level, as Miss McMillan prettily illustrates by anecdote. 
Give all children full opportunity for and training in cleanliness, in kind- 
liness to other living creatures (human beings included), in truthfulness 
of perception, word and life (and in these three things,— in cleanliness, 
kindness, and truth, every human being should be trained), then, though 
social classification remained, the friction between social classes could not 
be of a harmful nature. 

*'The chapters on the Cost of Mental Effort, Fatigue, Normal and 
Abnormal, Impressions, and Movements, bring these subjects to us with 
new enlightenment and force. Literature for children is capitally discussed. 
No list of books is recommended, but the author's final agreement is with 
Goethe, that ' the best is good enough for children,' in books as in other 
things. The effect of Time and Space in the early life of human beings is 
strikingly put, — time for feeling to grow, ideals to form; wide horizons 
from which impressions of greatness may be received. In the chapter on 
Moral Training a charming pen picture is given of an ideal school in York- 
shire, with its country surroundings and its many pets; but it is too long 
to quote. The use of large and small muscles, the voice training and 
hygienic breathing of pupils and teacher, and the educational treatment 
of feeble-minded children are ably considered.' '—Kindergarten Review. 

Cloth, 16mo, pp. 225, 5 illustrations. 91.50 




A 



^ lis PUBLIC LIBRARY OF CONGRESS 



020 198 861 



Helps in Child Si 

i. A Working System of Child Study for Schot 
^E. Groszmann, Pd.D,, late superintendent of the E 
New York. Cloth, 16mo, pp. 70. 50 cts. 

This is a practical manual, giving the system actually employed at 
these well-known schools, with the blanks used, and many specimen re- 
ports from the files of the school. Reasons are given for the methods em- 
ployed, and illustrations of the advantages derived. In a subject just now 
so overlaid with sentimentality by some of its advocates, it is refreshing to 
jQnd a clear, sensible, practical description of work actually done. 

2. The First Three Years of Childhood. By B. Perez, with an intro- 
duction by Prof. Sully. Cloth, 16mo, pp. 295. $1.50. 

This is of such general interest that it is included by the American 
Library Association in the list of books to be contained in every library. 

*' The first four chapters deal with the faculties before birth, the motor 
activities from the beginning of life till fifteen months, giving full and dis- 
tinct examples under each period of development. Then the first percep- 
tions, instincts, and sentiments are taken up. From chapter vi. to chapter 
xii. are given the intellectual tendencies. Chapter xii. is devoted to the 
aesthetic, and xiii. to the moral sense. Many of M. Perez's illustrations are 
from children under his own observation, but to these he adds examples 
from the observations of other scientists and psychologists who have kept 
records of their children's early years. Tiedemann, Sigismund, Sabish, 
Darwin, Professor Preyer, M. Tayne, are among the fathers quoted. From 
these he borrows no theories, but gives only the fruits of their real experi- 
ence. * * * * The order and the method of this book are thoroughly 
scientific, the language simple, and the style bright and interesting. After 
reading it one feels much better acquainted with the mysterious world of 
infancy through which we have all passed, but of which we have retained 
?,o\\\M^v[i<^Y^o'c^.— The Evangelist. 

3. Tiedemann's Becord of Infant Life. An English version of the 
French translation and commentary of B. Perez. Paper, 16mo, pp. 46. 
15 cts. 

This English version was made by F. Louis Soldan, superintendent of 
schools, St. Louis, who says: " This essay is remarkable both on account of 
its contents and of the influence which its publication in France has had 
on the study of childhood. It is a reproduction of a little work by a Ger- 
man writer which, I think, was written about 100 years ago, but was com- 
pletely forgotten until a French translation of it appeared in 1863, in the 
Journal General de V Instruction Publique, by Mr. Michelan. This transla- 
tion attracted much attention, and seems to have given the first impulse to 
a number of most remarkable monographs on the development of child- 
hood." 



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